Secondary / ESL Lesson Plan Template -- 2021-2022 Academic Year

Name: Katherine Stauch Lesson Topic: Identifying Plot and Setting

Content Area: English Grade Level(s): 6th grade (unleveled)

Lesson Content
Background Information/ Relevance/ Context/ Rationale (Purpose) – Please be clear about how this particular lesson is situated within the current instructional sequence (i.e.,
unit), why this content is important for students to learn, and how you will convey the relevance and significance of this lesson to students.

This lesson would come in the middle of my unit and will follow the lesson and practice on character traits. Students should already be familiar at this point
with how to critically read a fictional short story and will be familiar with our process of interacting with our notes/marking up the text. This particular lesson
will help students recognize the beginning, middle, and end of a story, as well as where and when it takes place. Not only does this accomplish SOL goals for
6th grade ELA, but it also is necessary for understanding any fictional text. I will show the relevance and relate it to students lives by using Disney examples in
my hook and I DO section. Then, students will be able to apply the same skills to a short story or picture book that most interests them. By the end of this
lesson, students should have a general understanding of plot and setting, but we will continue to practice this throughout the unit. This lesson will help
students work toward their final summative assessment in which they will create a Book Talk to present to their peers – for this assignment, they will have to
know how to explain the plot of a story and describe the setting.

VSOLs/CCSSs Addressed:

6.5 The student will read and demonstrate comprehension of a variety of fictional texts, literary nonfiction, and poetry.

a)   Identify the elements of narrative structure, including setting, character, plot, conflict, and theme.

Learning Targets
As a result of this lesson, students will...

Explore the following ESSENTIAL QUESTIONS… UNDERSTAND THAT…

Are all stories the same? Students will understand that many story elements are commonly used by
authors; however, authors may utilize them differently to produce unique
stories.
KNOW… BE ABLE TO (DO)...

Setting is where a story takes place and when it happens (K4). Identify the plot of a fictional story (D5).

Plot is the sequence of events in a story in the order that they happen (K5). Describe the setting of a fictional story (D6).

Critical readers have purpose when they read, connect with the text that they
are reading, and extend their thinking beyond the text (K6).

Plan for Assessment

As you plan your lesson, think about what evidence you will gather to determine if students have mastered the lesson’s learning targets. Develop a plan for assessing the degree to which your
students have mastered the learning targets in this lesson. Your plan should include at least one formative assessment at a minimum, and may also include diagnostic/pre-assessment or
summative assessments depending on the nature of the learning targets and the placement of the lesson within the context of the unit. Please add/remove tables as needed.

Assessment #1

Learning target(s) for which you will collect data (write out):

Identify the plot of a fictional story (D5).

Describe the setting of a fictional story (D6).

Type of Assessment (choose and highlight one): Possible Options: ● Problem set
● Diagnostic Assessment or Pre-Assessment (before the lesson) ● Previous class work ● Strategic questioning
● Graphic organizer ● Learning/response log
● Formative Assessment (during the lesson) ● Journal entry ● Exit ticket
● Think/Pair/Share ● 3-2-1 countdown
● Summative Assessment (after the lesson) ● 1-minute essay ● Other

Specific Plan (What does the assessment entail, and what evidence will help you determine students’ progress towards the learning target(s)?):

The independent work for this lesson will ask students to choose a short story or children’s book from a choice board. After they read or listen to their text,
they will have to fill out a graphic organizer, identifying the plot of the story (beginning, middle, and end) and describing the setting (time and place). Students
will be asked to write in complete sentences, as this will be an expectation for later summative assessments. Since this is a formative assessment, I will look at
students work at after it is completed to see if they understand plot and setting and how much more practice/reteaching they might need.

Lesson Sequence
Steps in the Lesson (including Modalities & Resources) Planning for Learner Diversity / Instructional Scaffolds
● You should include all steps in the lesson. Please list each step in a new row and indicate the estimated time ● You should identify specific ways you plan to ensure equity and
frame for completing the step. inclusion by building on learners’ diversity.
● Scripting may or may not be included, but the plan should be explicit and clear enough that another person ● Guiding questions:
would be able to teach from it. ○ How can you leverage students’ prior experiences and assets in this
● As you outline each step in the lesson, you should clarify the resources (digital and/or analog) and modalities step of the lesson?
to be used. Please use consistent labeling for clarity. ○ How does this step address and build on learner diversity to ensure
● Guiding questions: equity?
○ What will students be doing during each step? ○ What challenges/ opportunities/barriers might exist for individuals
○ What will you (the instructor) be doing during each step? or groups of learners in accessing content and learning activities in
○ What directions will need to be provided to students to help them know what to do? this step of the lesson?
○ How will you transition from one activity to another? ○ How will you utilize Universal Design for Learning (UDL) and/or
○ How will you help the students see the relevance/importance of what they are learning? differentiation so that all students can access the content and
○ Is the plan clear enough that another individual would be able to teach from it? learning activities?
○ What grouping modes will be used during this step of the lesson -- whole group, small group, individual? ○ What feedback can you provide to acknowledge and value each
○ What specific digital and/or analog resources will be utilized during this step of the lesson? student’s contributions?

Time Steps in the Lesson (including Modalities & Resources Utilized) Planning for Student Diversity /
frame Instructional Scaffolds

6min Teacher slides for the whole lesson: I will have to walk around a lot during
https://docs.google.com/presentation/d/1pImQbBYLx2o9rYmwkf4dYmGNHGjHGOKl3hB0O_DXVOI/edit? this hook and will first go to the
usp=sharing students that I know struggle with
impromptu and creative activities like
Lesson Hook (Slide 1) this. Some of these students might
need sentence starters or ideas of
“Tell a funny story to your shoulder partner about one of the following prompts on the board! For example, what they could tell a story about. I
what is something funny that happened in your childhood? What did you do last weekend? What is an might ask what they did this weekend
embarrassing time in your life? You can also choose something else! Take 1 minute to think about the story or what their favorite holiday is if the
you want to tell and find a shoulder partner. Pay attention to the timer on the board so that you each have prompts on the board don’t help
about 2 minutes to share your brief story.” them think of anything.

As students are discussing, I will walk around to listen to what they have to share and may have to prompt I will also try to pair off students that
those who are quiet to tell a story, even if it is not personal to them. I will warn students when there is two I know work well together and don’t
minutes left/when they should switch to the second partner. Students will ideally only take a few minutes to often have behavioral issues.
share their story; however, if they are talkative, I will guide them to wrap-up conversation so that we can
move on.

After students have shared, I will ask the class, “Did you include a beginning, middle and end? Did you include
details about a location or when this story happened?”
 Students would hopefully respond and recognize that they did include a beginning, middle, and end and had
something in mind about where/when the story took place. I will then say, “You all already know about the
plot and setting of a story!” 

2-3 Introduction to Lesson (Slide 2) I anticipate the same students raising

min their hand to participate and answer
(Note: As an exit ticket for the previous lesson on characterization, I will have asked students to choose one questions. Because of this, I will give
of their favorite Disney or Pixar movies and describe a character. I will use those exit tickets to bring students think time after I ask the
examples of movies that they like to the lesson.) essential question to allow for more
students to think of what they would
I will introduce this essential question at the beginning of the lesson: “Are all stories the same?” say (even if they don’t volunteer).

If students are not responding, I will ask them, “Are all Disney movies the same? You all wrote about your
favorite Disney movies the last class. How are they different? How are they similar?”

We will then have a brief, whole-class discussion about the movies we watch. Some students might say that
they follow a similar structure, always have a hero vs. a villain, etc. Some might argue that they are different.
I will emphasize that everyone has good ideas and that we will explore this question throughout the lesson. I
will not give any definitive answers, as I want students to come to their own conclusion on our essential
question by the end of the lesson.

7min Interactive Notes on Plot and Setting (Slide 4) If students are not participating, I
might need to prompt some students
This interactive notebook will serve as a guide for students throughout the lesson: to answer my questions.
https://docs.google.com/presentation/d/18Vo4ouI8f0Wq9W3CHUzaF0cG8HETeVsoGtMJxyQNOWg/edit?
usp=sharingv If students don’t seem to understand
what to underline in the notes or
“Everyone should go to Schoology and open their Unit 2 Notebook.” I will guide students to this location until how to interact with them, I will
everyone is on the same page and ready. remind the class (or just certain
students) that we interact with our
“Today, we are going to focus on plot and setting when thinking about if all stories are the same or how they notes to better understand them and
might differ. First, everyone yell, ‘plot,’ on 3. 1-2-3… PLOT!” “Who can read the definition for plot?” After a so they make more sense when we
student reads that definition, I will say: “To markup and interact with our notes, what should we underline in go back to them later. This will
this definition?” If students don’t answer, I will guide them toward underlining “sequence of events” and “in hopefully get all students on the
order.” “Yes, exactly! I remember hearing _____’s story that he/she told at the beginning of class.” Then I will same page.
briefly describe the beginning, middle, and end of that student’s story to give everyone a simple example of
plot.
 “Everyone yell, ‘setting,’ on 3. 1-2-3… SETTING!” “Who can read the second definition on our notes for me?”
After a student reads that definition, I will say: “What important details should we underline from this
definition?” Students will hopefully guide me towards underlining “where a story takes place” and “when it
happens.” “Yes! I remember ______ was telling us earlier about their story which took place ________. That
was the setting of her story, and I am sure you all had detailed settings too that involved both a time and a
place!”

“Any questions about plot and setting before we move on?”

5min I DO on Plot and Setting (Slides 5-7) This I DO portion of the lesson will
mostly involve listening. I chose to fill
Using the list of the Disney stories and movies that my students have seen, I will pick one that most or all out the chart in front of students
students know. In the teacher slides, I chose Toy Story, but I would choose whichever one students seemed instead of doing it orally so that any
most interested in from their exit tickets from the previous lesson. ELLs can more easily follow along if it
is hard for them to only listen to me
With that story, I will first recap the story.  Then, I will model identifying the plot (beginning, middle, and talk.
end) and setting (time and place) of the story.
I also hope that using a relatable
“The other day I watched Toy Story! Has anyone seen Toy Story before?” “I remember that the movie started movie example that students like
with a scene in Andy’s bedroom and all the toys came alive while he was gone. Then, it is Andy’s birthday, (which I will learn from the exit
and Woody, his favorite toy, feels threatened when Andy gets a new toy from his parents, Buzz. When the ticket) will engage students that are
family moves to a new house, Woody and Buzz get lost together and must find their way back again. In the disengaged when we read stories.
end, they make their way back to Andy and end up growing closer to one another.”

I will now turn to the board to fill in the PLOT chart as I talk out loud. “So, I just described the beginning
middle and end of the story. At the beginning, Woody feels threatened by Buzz. In the middle, Woody and
Buzz get lost in the family move and must find their way home. At the end, they find their way back and end
up being closer friends.”

I will then do the same for setting as I fill in the chart. “I also talked a little bit bout the setting of this story.
The setting took place in Andy’s house and around the neighborhood when the toys got lost. This whole
movie took place over the course of one day.”

“Is this story similar to any Disney movies or stories that you like? Is it different? → most students will
hopefully arrive at the conclusion that many of these stories have the same structure, especially Disney
movies geared toward kids.

“We are now going to watch a Pixar Short together to see if that story matches the same plot and setting
structure of other Disney movies or how it might differ.”
10min Watch Pixar Short and WE DO on Plot and Setting (Slides 8 & 9) During this whole-group portion, I
will occasionally walk around to make
As a whole-class, we will watch the Pixar Short “Wind” on Disney Plus: sure all students are writing in their
https://www.disneyplus.com/movies/wind/1EvvZOeiTFGb  notebook. Some might need help
with typing, spelling, or catching up
Once the film is over, we will go through the plot and setting chart in their notes together.  I will ask for to the other students – I will be sure
students to share their ideas on plot and setting but will offer guidance if there are misconceptions or to check-in with them throughout
confusion. and at the end of the WE DO section
to see if they need more help.
I will prompt students as we fill out the Plot/Setting Chart together. “What happened at the beginning of the
film?” I will try to use the students direct wording that they give me and model writing in complete
sentences. Students can reword what I write or put something different; however, students that still might
be struggling can copy what I write for their notes.

“What happened in the middle?” I will do the same as above.

“What about at the end of the film.” I will do the same as above.

“Now, let’s think about setting. This is a little tricky because we don’t exactly know where they are or when
this is. How can we describe the setting (place)?” I will ask multiple students to weigh in. “Since we don’t
know the date, how long do we think the story took place? A few hours? Multiple days?” If students are
struggling, I might clue them in to see if the light changed and it was night or how many meals the characters
ate.

After filling out the chart together, I will give students a Brain Break before we transition to independent
work.

3 min Brain Break

15 Children’s Book/Short Story Choice Board and YOU DO (Tiered Instruction on Slides 10-14) Some students might need more time
min or will have to finish this assignment
All students will work independently to fill out the plot and setting chart on a reading of their choosing.  Each later in the week during “me time.”
group of students will receive different scaffolds according to their needs. (NOTE: Students would only see
their assigned choice board/chart in their independent work if assigned on Schoology. For the purposes of I will most likely spend this time
this assignment, all of the groups’ pages are in the one Notebook Google Slidedeck). working with the Tier 3 students that
need more guidance; however, I will
“Each of you will see a Choice Board in your independent work for today. Your task is to choose one story to be sure to monitor all students work
read or listen to and fill out the plot/setting chart like we just did together. This is an independent task but and assist them when needed.
raise your hand if you need any help from the teachers in the room.”
 The differentiation for this independent work/formative assessment is as follows:
 Tier 3 students:
 They will choose a children’s book from the choice board to listen to/read.
 Then, they will fill out the plot and setting chart.  Their chart will include sentence starters to
help scaffold their learning.
 Tier 2 students:
 They will choose a children’s book from the choice board to listen to/read.
 Then, they will fill out the plot and setting chart independently.  They will not need sentence
starters and should be able to write in complete sentences.
 Tier 1 students:
 They will choose a short story to read from their choice board (these will be more advanced
readings with some unconventional storylines). All stories are from CommonLit, which has
features like a dictionary, read-aloud, etc. for students in this group who still need it (I am
mostly thinking of our ELLs that have placed out of ESOL but still need some help
sometimes).
 Then, they will fill out the plot and setting chart independently.

As students work, I will walk around the room to make sure students are on task and answer any questions
that they may have. I will also anticipate having to remind students to write in complete sentences and
include as much detail as they can.

As students complete this work at different speeds, I will instruct them to complete the lesson reflection on
the final slide of their notebook and then they may silently read a book of their choosing.

5min Closing/Recap (Slide 15) Some students might need more help
starting the reflection, for whom I will
After students complete their independent work, they will complete the reflection to the essential question provide sentence starters. This might
in their Unit Notebook. They will answer the question: “Are all stories the same? Why?” include something like, “I believe all
stories are the same because…” or “I
Because my students often loose motivation after doing independent work, and many of them finish at vastly think that all stories are different
different times, I will wrap-up this lesson the next day at the beginning of class by reviewing the essential because…”
question and asking students to share what they wrote. This will hopefully lead nicely into talking about our
next feature of fiction texts or will lead into more practice.

Materials/ Supplies/ Sources/ Digital and Interactive Instructional Technology (if appropriate): – Please list all necessary instructional supplies, materials, and sources.
Make sure that these are clearly labeled and referenced throughout the lesson plan to enhance clarity.
- Laptops to access Schoology/Student Notebook
- Board or projector for slides and video clip (on Disney Plus)
- Headphones for students to listen to their chosen children’s book or short story during independent work
- Interactive Student Notebook: https://docs.google.com/presentation/d/18Vo4ouI8f0Wq9W3CHUzaF0cG8HETeVsoGtMJxyQNOWg/edit?usp=sharing
- Teacher Slides: https://docs.google.com/presentation/d/1pImQbBYLx2o9rYmwkf4dYmGNHGjHGOKl3hB0O_DXVOI/edit?usp=sharing